Children's Aggressive Behaviour and Teacher-Child Conflict in Kindergarten: Is Teacher Perceived Control over Child Behaviour a Mediating Variable?

Autor/inn/en	Doumen, Sarah; Verschueren, Karine; Buyse, Evelien
Titel	Children's Aggressive Behaviour and Teacher-Child Conflict in Kindergarten: Is Teacher Perceived Control over Child Behaviour a Mediating Variable?
Quelle	In: British Journal of Educational Psychology, 79 (2009) 4, S.663-675 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709909X453149
Schlagwörter	Structural Equation Models; Conflict; Measures (Individuals); Kindergarten; Student Behavior; Aggression; Teacher Student Relationship; Power Structure; Predictor Variables; Foreign Countries; Peer Relationship; Teacher Attitudes; Student Attitudes; Questionnaires; Correlation; Belgium + Suchen Sie Ihr Suchwort? Konflikt; Messdaten; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Prädiktor; Ausland; Peer-Beziehungen; Lehrerverhalten; Fragebogen; Korrelation; Belgien
Abstract	Background: Research repeatedly showed young children's aggressive behaviour to predict relationship difficulties with the teacher. Aims: To examine a possible mediating variable in this process and in the stability of relationship difficulties across the school year, namely teacher perceived control over child behaviour. Sample: The sample consisted of 139 Belgian kindergartners and their teachers. Method: Data were collected throughout kindergarten at three measurement occasions: children's aggressive behaviour was measured by means of a peer nomination procedure during the first trimester, teacher perceived control over child behaviour was assessed by means of a teacher questionnaire during the second trimester, and teacher-child conflict was measured by means of a teacher questionnaire during the first and third trimesters. Correlations among all study variables were calculated and different models were estimated and compared by means of structural equation modelling. Results: Teacher perceived control completely mediated the relationship between aggressive behaviour and teacher-child conflict (after controlling for the concurrent association between aggressive behaviour and conflict, and the stability of conflict). In addition, teacher perceived control accounted for part of the stability in conflict across the school year. Conclusions: Teacher perceived control over child behaviour has been found to act as a mediating mechanism between child aggressive behaviour and teacher-child conflict at the beginning of kindergarten and teacher-child conflict at the end of the year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10